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"Psycholinguistics"
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Enhancing Students’ Self-confidence in the EFL Classroom through Neuro-Linguistic Programing Technique - Reframing
This research paper deals with self-confidence and how the application of Neuro-Linguistic Programming (NLP) technique, six-step reframing, plays a crucial role in students’ self-confidence in the English as a foreign language (EFL) classroom. It analyses the effectiveness of incorporating NLP six-step reframing on students’self-confidence levels across different age groups, cultural backgrounds, and academic settings. This provides an opportunity for learners to gain self-confidence, helping them to truly believe in themselves, and allowing them to feel ‘seen, heard, and understood’. Reframing, drawing from Neuro-Linguistic Programming (NLP), enables learners to see mistakes as an integral parts of learning process and also helps to refine their skills which are crucial for language acquisition. The research includes sixty-six students who differ based on criteria such as age, cultural backgrounds, and learning experience. Quantitative methods through questionnaires and qualitative methods, through observation and interviews, have been helpful in conducting this research paper. The results have shown a significant effect of incorporating NLP’s six-step reframing within the pedagogical framework, shedding light on its potential to empower students’ self-confidence challenges commonly encountered in language learning environments. The study has shown that, even students encounter difficulties or setbacks in language learning, the incorporation of six-step reframing technique has proven to be a transformative approach. By systematically identifying dissatisfaction, establishing clear signals, alternative behaviors, eliciting positive intentions, and encouraging students’self-confidence in learning a foreign language. This psychological tool not only contributes to language proficiency but also empowers students to navigate the complexities of the EFL classroom with confidence and adaptability
Journal Article
The psychological power of language
This volume shows how the psychology and power of language can create realities. It examines the psychological implications of language as a way of being and not just as an instrument of communication. It discusses how a shift in language gives rise to an existential transformation, and shows how creative modes of expression lead to a radical transformation of beings. Throughout, both the theoretical and practical implications of the psychological power of language are presented, particularly how language may result in a healthier inter- and intrapersonal world. It will interest upper-level students and researchers of language in Psychology, Linguistics, Philosophy and Education, as well as professional counselors and psychologists--back cover.
Book
South and Southeast Asian Psycholinguistics
A large body of knowledge has accumulated in recent years on the cognitive processes underlying language, much of which comes from studies of Indo-European languages, in particular English. This groundbreaking volume explores the languages of South and Southeast Asia, which differ significantly from Indo-European languages in their grammar, lexicon and spoken forms. This book raises new questions in psycholinguistics and enables readers to re-evaluate previous models in light of new research. With thirty-six chapters divided into three parts - Language Acquisition, Language Processing and Language and Brain - it examines contemporary topics alongside new findings in areas such as first and second language acquisition, the development of literacy, the diagnosis of language and reading disorders, and the relationship between language, brain, culture and cognition. It will be invaluable to all those interested in the languages of South and Southeast Asia, as well as psychologists, linguists, educationalists, speech therapists and neuroscientists.
eBook
Monolingual comparative normativity in bilingualism research is out of “control”: Arguments and alternatives
Herein, we contextualize, problematize, and offer some insights for moving beyond the problem of monolingual comparative normativity in (psycho) linguistic research on bilingualism. We argue that, in the vast majority of cases, juxtaposing (functional) monolinguals to bilinguals fails to offer what the comparison is supposedly intended to do: meet the standards of empirical control in line with the scientific method. Instead, the default nature of monolingual comparative normativity has historically contributed to inequalities in many facets of bilingualism research and continues to impede progress on multiple levels. Beyond framing our views on the matter, we offer some epistemological considerations and methodological alternatives to this standard practice that improve empirical rigor while fostering increased diversity, inclusivity, and equity in our field.
Journal Article